Glencorse Primary School

6

GLENCORSE PRIMARY SCHOOL

‘Working together to achieve Excellence’

NUMERACY AND MATHEMATICS POLICY

Mathematics is important in our everyday life, allowing us to make sense of the world around us and to manage our lives. Using mathematics enables us to model real-life situations and make connections and informed predictions. It equips us with the skills we need to interpret and analyse information, simplify and solve problems, assess risk and make informed decisions.

(CfE Mathematics, Principles and Practices)

To face the challenges of the 21st century, each young person needs to have confidence in using mathematical skills, and Scotland needs both specialist mathematicians and a highly numerate population.

(Building the Curriculum 1)

Numeracy is not only a subset of mathematics; it is also a life skill which permeates and supports all areas of learning, allowing young people access to the wider curriculum.

(CfE Numeracy, Principles and Practices)

Aims

We aim to create a rich and stimulating environment providing experiences to engage learners of all ages, interests and abilities. Where possible we will use cross-curricular links and opportunities for studying Numeracy and Maths in contexts to ensure relevance and meaning.

Maths is a tool for everyday life, allowing us to make sense of the world around us and become:

·  Successful learners

·  Confident individuals

·  Responsible citizens

·  Effective contributors

Links to Curriculum for Excellence

Numeracy and Maths experiences will provide opportunities to develop the principles of CfE:

·  Challenge and enjoyment

·  Breadth

·  Progression

·  Depth

·  Personalisation and choice

·  Coherence

·  Relevance

Learning and Teaching

The Numeracy and Maths experiences and outcomes are designed to stimulate the interest of children and promote creativity and ingenuity. We aim to deliver carefully planned, well-paced learning and teaching activities using a variety of approaches including:

•  planned active learning with opportunities to observe, explore, investigate, experiment and play

•  development of problem-solving strategies (See Appendix 1)

•  development of mathematical thinking skills (See Appendix 2)

•  developing mental agility

•  sharing their understanding and explanation of thinking through discussion

•  use of relevant contexts and experiences, familiar to children and young people (see Appendix 3)

•  appropriate and effective use of technology

•  building on the principles of Assessment is for Learning

•  collaborative and independent learning

•  making links across the curriculum through thematic work

•  promoting an interest and enthusiasm for numeracy

•  use approaches, consistent with ASG, to teach aspects of Maths (See ASG posters)

Structure of Lessons

1.  Recap on previous knowledge

2.  Sharing learning Intention and Success Criteria

3.  Teaching/Learning experience/activity

4.  Plenary/assessment

Midlothian’s Numeracy and Mathematics GLOW group has produced the table below with advice on the classroom environment.

Planning Maths

·  Year Plans should show some elements of Maths being taught in a context. Some areas will be taught as discrete subjects.

·  Each group will have an overview of Maths at the appropriate level

·  Midlothian Maths Planners will be used, for each group, for each area of Maths

·  Staff will record which areas are to be covered by highlighting in the appropriate term colour and then dating when experienced

·  Quick start activities are a good way to revisit topics regularly

Planning Numeracy

·  Numeracy will be planned through MUNP (Midlothian Understanding Numeracy)

·  Each group will have a colour-coded MUNP overview

·  Numeracy will be taught every week and classes should have a Numeracy session at least 3 times a week

·  Staff should record which areas are to be covered by highlighting in the appropriate term colour and then dating when experienced. (see Appendix 4)

Resources

Most Numeracy and Maths activities should be based on active learning. However there is a place for written activities.

Resources available include:

•  MUNP/Maths

•  Scottish Heinemann Mathematics

•  Tee-Jay Mathematics

•  Number Connections

•  Problem Solving In Action

•  ICT (e.g. Education City, Mathletics, Primary Games, Maths Packs, Teaching Tables/Fractions/Time) – should be used to reinforce learning

•  Maths games

•  Range of other resources – number fans, beads etc. in Maths cupboards

Presentation

We will use:

·  Blank maths jotters (P1)

·  Large squared jotters (P2-3)

·  Small squared maths jotters (P4-7)

·  P2 & P3 will follow the school presentation policy. This will be inserted at the front of every Maths jotter. (See Appendix 5)

·  P4-7 will follow the ASG presentation Policy. This will be inserted at the front of every Maths jotter. (See Appendix 6)

Assessment

Classes will be given the appropriate MUNP evaluation exercise at the start and end of the session to identify areas of need. Staff will then focus teaching on these areas.

Having set specific Numeracy and Maths targets for themselves, children should have the opportunity to gather/produce evidence of personal achievements and success as part of the Personal Learning Planning process.

Tracking

When a child has achieved a level, staff should pass this information to the Admin. Assistant who will then enter it onto SEEMIS. The teacher will then record this information in the class tracking folder.

Progress will also be tracked and discussed when staff predict attainment twice a year – in June and October. This information will also be recorded in the class tracking folder.

Marking

AifL strategies should be used to include peer and self marking.

Teacher comments should refer to the Learning Intention and Success Criteria.

Support for Learning

If specific additional support is required for any child, the appropriate ‘Concerns’ sheet should be completed and discussed with the Support for Learning teacher. Children, who are recognised as able, should also be discussed with the Support for Learning teacher.

Homework

Homework should be given from P1-P7. This can be a practical task as well as written work. Number bonds and quick recall of tables will be encouraged. All children have a Mathletics password which they can access from school and home.

Transfer of Information

P 7 teachers will pass on the following information:

·  Group names with levels e.g. 2C

·  MUNP overview per group which has been highlighted and dated

·  Maths overview per group which has been highlighted and dated

Appendices

1.  Problem Solving Strategies

·  Find a pattern

·  Make a table/model

·  Work backwards

·  Guess and check

·  Draw a picture

·  Make a list

·  Use logical reasoning/Be organised

·  Try a simpler case

·  Eliminate

2.  Mathematical Thinking Skills

•  Sorting objects by different traits (colour, size, or texture)

•  Using words to describe things and what they are used for

•  Identifying and copying simple patterns

•  Using words to talk about position (over, under, in, top, bottom etc.) and order (first, next, last etc.)

•  Counting objects

•  Using words to communicate an understanding of numbers and relationships (more, less, equal etc.)

3.  Examples of relevant contexts

Reference should be made to real life, historical development and other curricular areas where possible. E.g. If a class is studying the Romans, they can learn about Roman numerals.

4.  Term highlight colours

Term / Colour
Aug - Oct / Yellow
Oct - Dec / Blue
Jan - Apr / Green
Apr - Jun / Orange

Appendix 5

GLENCORSE PRIMARY SCHOOL

Maths Presentation P2 & P3

·  Each day’s work should be dated, titled, and these should be underlined.

·  A line should be drawn under each day’s work, to make a clear distinction between pieces of work

·  A ruler must be used to draw lines

·  On all pieces of work (jotter, workbook, worksheet etc.) the date should be written using 6 figures, and with dots instead of slashes ie 01.06.06.

·  Work must be neat and a general guide is given below

o  1 full line of squares left blank under heading

o  the number of the sum should be written, a box left, then the sum should be written

o  work should be started approx 1 full square from the left

P3

·  1 full line of squares left blank between each line of calculations

·  2 full lines of squares left between division sums

Technical Points:

·  1 number per box and 1 sign per box

·  fractions should be written with the numerator and denominator taking up one box each. A horizontal line separates them.

ALL JOTTERS SHOULD ONLY HAVE CHILD’S NAME, CLASS AND SUBJECT WRITTEN ON THE FRONT.

ALL JOTTERS SHOULD BE COMPLETELY FREE FROM GRAFFITTI.

Appendix 6

GLENCORSE PRIMARY SCHOOL

Maths Presentation P4-7

·  Each page should be folded in half.

·  Each day’s work should be dated, titled, and these should be underlined.

·  A line should be drawn under each day’s work, to make a clear distinction between pieces of work

·  A ruler must be used to draw lines

·  On all pieces of work (jotter, workbook, worksheet etc.) the date should be written using 6 figures, and with dots instead of slashes ie 01.06.06.

·  Work must be neat and a general guide is given below

o  1 full line of squares left blank under heading

o  2 full lines of squares left blank between each line of calculations

o  3 full lines of squares left between division sums

o  the number of the sum should be written, a box left, then the sum should be written

o  work should be started approx 1 full square from the left

Technical Points:

·  1 number per box and 1 sign per box

·  decimal points should be written on the vertical line between boxes, and not in a box of their own

·  fractions should be written with the whole number being 2 boxes high, and with the numerator and denominator taking up one box each. A horizontal line separates them.

ALL JOTTERS SHOULD ONLY HAVE CHILD’S NAME, CLASS AND SUBJECT WRITTEN ON THE FRONT.

ALL JOTTERS SHOULD BE COMPLETELY FREE FROM GRAFFITTI.